Variations of Formative Assessment Practices Across Instructional Tasks in a Lesson

• In Event: 58.059 - Classroom Assessment: Formative Assessment

Abstract

This paper provides evidence about the differences in the formative assessment practices observed across different types of instructional tasks in a lesson (e.g., warm-up, covering content, problem set). The study focused on the research question: Do formative assessment practices vary across different instructional tasks: and if so, how do they differ? We collected information about the formative assessment practices of 34 mathematics and 24 science teachers. Each teacher was observed two times by two observers during the implementation of an instructional unit using an observation protocol focusing on how teachers implemented informal and formal formative assessment practices. The presentation will focus on what was found across the observations of the 58 teachers: sequences of tasks and profiles observed across tasks.

Authors

• Maria Araceli Ruiz-Primo, Stanford University

• Heidi Kroog, Smarter Balanced Assessment Consortium